I en alltmer globaliserad och digitaliserad värld krävs ett kritiskt förhållningssätt till den information man möter, alltså ett critical literacy-perspektiv. Med läromedel som en central del av undervisningen är det av intresse att undersöka om läromedel främjar critical literacy. Därför är syftet med denna studie att undersöka och sammanställa om, och i så fall hur, läromedlen ABC-klubbens samt Livet i Bokstavslandets läsebok, arbetsbok och lärarhandledning för årskurs 3 gör det möjligt att arbeta med critical literacy. Med utgångspunkt i en kombination av kvalitativ och kvantitativ metod sammanställs materialet, de frågor och uppgifter som återfinns i läromedlen ABC-klubben och Livet i Bokstavslandet, i tre tabeller. Tabellerna är kategoriserade enligt Allan Luke och Peter Freebodys fyra praktiker, Sten-Olof Ullströms uppgiftskulturer samt huruvida uppgifterna utförs enskilt eller tillsammans med andra. Genom en jämförande analys undersöks dessa läromedel för att ta reda på om och i så fall hur critical literacy representeras. Frågor och uppgifter som stödjer ett kritiskt förhållningssätt finns i båda läromedel, det representeras däremot på skilda sätt. Ytterst få frågor och uppgifter uttrycks explicit vara av kritisk karaktär utan det är snarare upp till läraren att se den möjlighet det skapar. Det är alltså inte frågorna och uppgifterna ensamma som blir ett critical literacy-arbete utan de kan snarare bli det beroende på hur de sedan tillämpas i undervisningen. / In a globalized and digitalized world there is a greater demand for a critical approach towards the flow of information, ergo a critical literacy perspective. With teaching materials as a central part of education it is of interest to research if teaching materials foster critical literacy. Therefor it is the purpose of this study to examine and compile if and in that case how the teaching material ABC-klubben and Livet i Bokstavslandet textbook, workbook and teacher’s manual for grade 3 makes it possible to work with critical literacy. Based on a combination of a qualitative and quantitative method the material that is found in the teaching materials ABC-klubben and Livet i Bokstavslandet is compiled in three charts. The charts are categorized according to Allan Luke and Peter Freebodys four resources, Sten-Olof Ullström’s task cultures and whether the tasks are done alone or with others. Through a comparative analysis the teaching materials are examined to find out whether critical literacy is represented. Questions and tasks that support a critical approach is present in both teaching materials, although represented in different ways. Few questions and tasks are explicitly told to be of a critical character, it is rather up to the teacher to se the opportunity. It is not the questions and tasks alone that become critical literacy, but rather how they are applied in the teaching.

Syftet med detta examensarbete var att undersöka vilka faktorer det är som påverkar elevers motivation i ämnet Engelska. Examensarbetet behandlar om det finns eventuella skillnader, och i så fall vilka, beträffande motivation på teoretiskt gymnasieprogram respektive praktiskt gymnasieprogram. Metoden som använts i denna undersökning är en enkätstudie. Enkäten distribuerades till sammanlagt 183 elever varav 91 elever läser på teoretiskt program och 92 elever på praktiskt program. De elever som går på det teoretiska programmet läser på teknik programmet medan de som går praktiskt program läser på byggprogrammet och livsmedelprogrammet. Gemensamt för dessa program är att de läser Engelska 5 som motsvarar Engelska A i den gamla läroplanen Lpf 94, Engelska 5 ingår alltså i Gy11 som är den reformerade läroplanen som infördes hösten 2011.           Det finns en uppsjö av olika motivationsteorier och då denna studie behandlar psykologiska motivationsfaktorer har kognitiva, humanistiska samt behavioristiska perspektiv på motivation använts. Dessa motivationsteorier behandlar olika typer av motivation såsom bland annat inre och yttre motivation. Motivationsteorierna som behandlas i denna studie ger förklaringar till hur individen motiveras psykologiskt genom egna och bland annat lärarens handlingar.  Resultatet i denna studie ger inte svar utan snarare indikationer som överlag ger det svar vi var ute efter.  Resultatet visade att de faktorer som påverkar elevmotivation i högsta grad är vilka uppgifter som läggs fram, medbestämmande samt lärarens engagemang. I diskussionen lyfts tankar och åsikter till vad som ligger bakom elevernas svar som erhållits i resultatet.  Det gick att konstatera i diskussionen att teoretiskt program påvisade en mer långsiktig syn på motivation än eleverna på praktiskt program. Därtill gick det att fastställa att eleverna erhöll en medvetenhet om rollen en lärare förväntas att inneha beträffande elevmotivation.

The aim of this study is to analyze Hinduism in upper secondary school textbooks using a gender-based perspective. The specific material used consists of four textbooks, whereof two are published prior to the curriculum Lgy 11 and two are published after Lgy 11. In order to analyze the textbooks the following methods are used: content analysis, picture analysis and comparative analysis. First, the contents and pictures of the textbooks are analyzed using theories on gender. After this analysis the results are compared to the relevant curriculum and its guidelines for the analyzed subject. To complement this analysis a further comparison is made between the results of the two kinds of textbooks in order to determine whether any similarities or differences exist. The results show that men are represented more often than women in the chapters on Hinduism and that women are found to be represented more sparsely and separately from their male counterparts. The study also show that Lgy 11 doesn't emphasize gender very strongly as a part of the mandatory guidelines and that this can be a plausible explanation for the lack of female representation in the textbooks. Despite the difference between the two curricula there is no palpable difference between the older and the newer textbooks.

This study aims to analyse textbooks used in the course Religious Education 1 in Swedish upper secondary schools. The textbooks were analysed by using qualitative content analysis. By using queer theory and the theory about “homo religiosus”, the study examined which norms concerning sex, gender, sexuality and relationships the textbooks convey.             The study shows that the textbooks convey norms about sex and gender by portraying the men’s perspective when educating about the different religions. The women perspective is being discussed in a specific part of the chapters and is therefore being portrayed as different. The analysis about norms concerning sexuality and relationships shows a similar pattern where the heterosexual twosomeness perspective is being portrayed as the general perspective, while the homosexual, bisexual and polygamist perspectives are being portrayed as abnormal.             When the results were compared to the curriculum it showed that although the textbooks follow the regulations in what the teaching about religion should include, the textbooks could be breaking the core values of the Swedish school. By portraying some groups as abnormal the textbooks does not promote understanding towards people and that may also be perceived as degrading.

Studien söker att besvara frågan vad elever gör när de ombeds att göra en jämförande analys. I studien används fenomenografisk analys för att kategorisera en elevgrupps uppfattningar om vad de förväntas göra när de gör en jämförande analys. Efter kategoriseringen och i enlighet med variationsteorin, så identifieras de kritiska aspekterna mellan kategorierna för att synliggöra vad som bör adresseras i undervisningen för att eleverna ska få en fördjupad uppfattning om vad det innebär att göra en jämförande analys. I studien hittades fyra kategorier av uppfattningar hos den undersökta elevgruppen. Den första kategorin uppfattade jämförande analys som en personlig reflektion över vad skillnaden var mellan två olika fall (i studien: demokrati och diktatur). Den andra kategorin uppfattade jämförande analys som att redogöra för fakta. Den tredje kategorin uppfattade jämförande analys som att redogöra för skillnader medan den fjärde kategorin uppfattade jämförande analys som att förklara skillnader. De kritiska aspekterna som identifierades mellan kategorierna och som därmed borde artikuleras och adresseras i undervisningen var: att förstå samhällskunskap som ett vetenskapligt ämne, att förstå vad som är en jämförelse samt att kunna se ett orsakssamband mellan företeelse 1 och 2 i jämförelsen.

This thesis aims to answer the question if there´s a difference between two different governments policies, even though they have the same goal. The question in particular is about social enterprises and how governments create policies to improve their status. Another thing concerning this is that social enterprises might not be a thing for the Swedish society. To answer these two parts, I´ve analyzed a policy document for social enterprises, from each government and analyzed the structure of social enterprises and compared those to three welfare regimes and theories about non-profit activity in different welfare regimes. The result is that the governments have crucially different policies to reach the same goal with the social enterprises. Social enterprises as a phenomenon is clearly affected by the way a society is built and might not be a common thing in a social democratic country instead Sweden might have to become more conservative to be able to meet their struggles.

Science has studied ancient litterateur and poetry for a long time. This paper has chosen to turn its eyes towards Virgil’s Aeneid as its focus. One of the central points and the theory of the paper is to explore the ways in which the time Virgil lived have affected how he wrote the Aeneid as well as the reason for writing. Another theory that has been raised is if Virgil's work was affected by the current political changes during his lifetime, especially since he had a friendly relationship with the emperor Augustus, and if thus the Aeneid was written as a possible use of propaganda. To find an answer to the theories I have looked and presented the similarities and differences in the why the heroes travelled to the underworld, the journey itself and interactions of the two heroes with others during their time going towards the underworld as well as during their time there. The main material were the two authors’ narratives of the underworld, specifically the sixth book of the Aeneid and the eleventh book of the Odyssey, set in relation to modern research on these topics. The texts have been approached by close reading to further understand Virgil’s text and choices, and how the political views have been incorporated into his work. By reading the works and comparing the two narratives following the three analytical points, consistently and multiple times, as well as modern research, it could be concluded that Virgil's rendering of the narrative was a product of his own time, especially visible in the significant number of references to the Roman Empire and its leaders.

I denna uppsats presenteras hur den svenska matematikern E.G. Björling bygger upp den matematiska analysen. Björlings matematik från mitten av 1800-taletkommer jämföras med hur den ser ut idag. I uppsatsen analyseras funktionsbegreppet, kontinuitet och derivata, samt vad Björling kan ha haft för påverkan på Cauchys summasats. Vi kommer samtidigt få en förståelse om varför Björling inte blev så uppmärksammad som han skulle kunna blivit.

Sweden and Finland are two neighboring nations of Northern Europe that while arguably are similar had vastly differing aftermath of Covid-19. Sweden had wholly fifteen times the death toll and ten times confirmed cases of Covid-19 compared to Finland. For sure, Sweden have approximately twice the population of Finland, but the difference remains even with population differences accounted for. To investigate this abnormality the strategies for managing the spread of Covid-19 and implementation of said strategies for Sweden and Finland respectively were compared. The goal of this comparison was not however to discover which strategies lead to lowest death toll, because such conclusions would be difficult to establish and especially so within the confines of this work. Instead, the factual difference in aftermath was merely a reason to research and summarize the actions taken. The theoretical framework for this study constitutes a model of implementation research revolving policy ambiguity and conflict. The conclusion is that Sweden’s strategy has been significantly laxer and occurred later than Finland’s strategy in multiple departments. Most notably were the differences in (or lack of) health control for people entering the countries, the lockdown of schools and limits on public gatherings. Finland had compulsory Covid-testing for anyone entering the country while Sweden only had compulsory Covid-testing for non-citizens entering the country. Sweden kept elementary schools open while Finland forcibly put most schools on lockdown with very few exceptions. Regarding restrictions for gatherings, Sweden initially had a limit of 500 participants during early March 2020 that then went to 50 participants in late March 2020 and ultimately 8 participants in late November 2020. Finland on the other hand had a limit of 10 participants in public gatherings right from March 2020. Regarding implementation of these policies, their levels of ambiguity and conflict weren’t notably different between the countries. To conclude the matter, whether or not these differences in strategies ultimately matter for Covid-19 outcome, the strategies are undoubtedly significantly different.

<p>Vi har i detta arbete undersökt och analyserat hur den stereotypiske läraren representeras i de fyra svenska filmerna: <em>Hets</em> (1944), <em>Ole dole doff</em>, (1968), <em>Lust och fägring stor</em> (1995) och <em>Vikarien</em> (2006). Senare har vi genomfört en jämförande analys med hur den stereotypiske läraren representeras i tre fackliga tidskrifter ifrån samma tid: <em>Svensk Lärartidning</em>, <em>Svensk</em> <em>Skoltidning</em> och <em>Skolvärlden</em>. I vår jämförande analys fann vi stora likheter, exempelvis mellan diskursen om bristande resurser i skolan samt elevdemokrati. Vidare fann vi också skillnader, exempelvis presenterade en av filmerna en karaktär som tidsenligt inte stämde överens med hur den svenska skolan under den aktuella tiden såg på lärande, samt hur en lärare skall vara. Vår önskan är att lärare och lärarstudenter skall kunna använda denna analys för att ifrågasätta samt fundera kring sin egen lärarroll, och se likheter och skillnader i hur den idealiska läraren representeras dels inom filmens värld samt inom de fackliga tidskrifter som existerar inom skolvärlden.</p> / <p>We have in this study examined and analyzed how the stereotypical teacher is represented in the four Swedish movies: <em>Torment </em>(1944)<em>, Ole dole doff </em>(1968), <em>All Things Fair </em>(1995) and <em>The Substitute </em>(2006). Then a comparative analysis was made, of how the stereotypical teacher is presented in three union trade journals from the same period of time: <em>Svensk Lärartidning</em>, <em>Svensk Skoltidning </em>and <em>Skolvärlden</em>. We found large similarities in our comparative analysis. For example, the discussion regarding the lack of resources in school, and also student democracy was analyzed. We also found differences, for example one of the movies presented a character not contemporary with the Swedish school regarding the concept of learning and how a teacher should be like. Our aim with this study is that teachers and student teachers will use this analysis to question and pounder upon their own roles as teachers’, and to se similarities and differences in how the ideal teacher is represented in movies and in union trade journals connected to the school world.</p>